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Grade 6 Social Studies

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Grade 6 Social Studies Grade 6 Social Studies: Year-Long Overview To be productive members of society, students must be critical consumers of information they read, hear, and observe and communicate effectively about their ideas. They need to gain knowledge from a wide array of sources and examine and evaluate that information to develop and express an informed opinion, using information gained from the sources and their background knowledge. Students must also make connections between what they learn about the past and the present to understand how and why events happen and people act in certain ways. To accomplish this, students must: 1. Use sources regularly to learn content. 2. Make connections among people, events, and ideas across time and place. 3. Express informed opinions using evidence from sources and outside knowledge. Teachers must create instructional opportunities that delve deeply into content and guide students in developing and supporting claims about social studies concepts. In grade 6, students explore the factors that influence how civilizations develop as well as what contributes to their decline as they learn about early humans and the first permanent settlements, the ancient river valley civilizations, Greek and Roman civilizations, Asian and African civilizations, Medieval Europe, and the Renaissance (aligned to grade 6 GLEs). A S O N D J F M A M Grade 6 Content u e c o e a e a p a g p t v c n b r r y t How do environmental Early Humans: Survival and changes impact human life and X X Settlement settlement? How do geography and The Ancient River Valleys: environment impact X X Geography and Civilization civilization? Ancient Greece and Rome: What factors make a Common Rule and X X X civilization influential? Government Civilizations in Africa and Is trade necessary for X X Asia: Expanding Trade advancing civilizations? What makes civilizations Medieval Europe and the regress and how do they X X Renaissance: Legacy renew themselves? Return to Grade 6 Social Studies: How to Navigate This Document Revised Fall 2019 Grade 6 Social Studies: How to Navigate This Document The grade 6 scope and sequence document is divided into 5 units. Each unit has an overview, instruction which includes topics and tasks, and a unit assessment. Click on a link below to access the content. Unit One: Early Humans: Survival and Settlement ● Unit One Overview ● Unit One Instruction ○ Topic One: Influences on Civilizations ○ Topic Two: Early Humans ○ Topic Three: Agricultural Revolution ● Unit One Assessment Unit Two: Ancient River Valley Civilizations ● Unit Two Overview ● Unit Two Instruction ○ Topic One: Geography and Civilizations ● Unit Two Assessment Unit Three: Ancient Greece and Rome ● Unit Three Overview ● Unit Three Instruction ○ Topic One: Ancient Greece ○ Topic Two: Ancient Rome ● Unit Three Assessment Unit Four: Civilizations in Africa and Asia: Expanding Trade ● Unit Four Overview ● Unit Four Instruction ○ Topic One: Asian Civilizations ○ Topic Two: West African Empires ● Unit Four Assessment Unit Five: Medieval Europe and the Renaissance: Legacy ● Unit Five Overview ● Unit Five Instruction ○ Topic One: Medieval Europe ○ Topic Two: Renaissance ● Unit Five Assessment Return to Grade 6 Social Studies: How to Navigate This Document 2 Revised Fall 2019 Grade 6 Social Studies: Pacing Guidance (REV Fall 2019) The grade 6 scope and sequence document has been updated to better support pacing of unit content. While some tasks have been reduced or removed to allow more time for prioritized content, no updates have been made to the instructional approach of this scope and sequence and no new tasks have been added. The revised scope and sequence assumes one period of social studies instruction daily with 33 weeks of instruction in the school year. If your school or district follows different parameters, please use the high-level guidance below to inform your pacing: Semester 1 Semester 2 Quarter 1 Quarter 2 Quarter 3 Quarter 4 ● Influences on ● River Valley ● Monotheistic ● Medieval Civilizations Civilizations Religions Europe ● Early Humans ● Ancient ● Eastern ● The ● The Greece Religions Renaissance Agricultural ● Greek ● Chinese Revolution Government Dynasties ● The Cradle of and the ● West African Civilizations Development Empires of Democracy ● Ancient Rome ● Roman Republic Return to Grade 6 Social Studies: How to Navigate This Document 3 Revised Fall 2019 Unit One Overview Description: Students learn how environmental changes and geography impact human settlement, early humans, and eventually the development of the first settlements. Suggested Timeline: 5 weeks Grade 6 Content How do environmental changes impact human life Early Humans: Survival and Settlement and settlement? Topics (GLEs): 1. Topic One: Influences on Civilizations (6.1.1, 6.1.3, 6.3.1-4) 2. Topic Two: Early Humans (6.1.2, 6.1.4, 6.2.1, 6.2.2, 6.3.1-4, 6.4.1-3) 3. Topic Three: Agricultural Revolution (6.1.1, 6.1.3, 6.2.1-2, 6.3.1-4) Unit Assessment: Students create a powerpoint or other digital presentation that demonstrates their response to the question, “How do environmental changes impact human life and settlement?” Students will use evidence from the various sources studied throughout the unit. Return to Grade 6 Social Studies: How to Navigate This Document 4 Revised Fall 2019 Topic One: Influences on Civilizations Unit One: Survival and Topic Two: Early Humans Settlement Topic Three: Agricultural Revolution Key Connections: Geographic factors shaped the development of ancient civilizations. Tools and technologies aided the advance of civilizations. Basic characteristics of civilization are shared by all civilizations Past civilizations influence later civilizations Grade-Level Expectations (GLEs) Priority Content and Concepts 6.2.1 Analyze the relationship Use maps and globes to compare geographical features, early human between geographical features and migration routes and areas of settlement to draw conclusions about the early settlement patterns using relationship between settlement patterns and geographical features. maps and globes 6.2.2 Examine how the Identify the characteristics of civilizations (large population centers, achievements of early humans led monumental architecture and unique art, writing and record keeping, to the development of civilization complex institutions, specialization/complex division of labor, and social classes/structures). Describe the life of early humans (organization in social groups, obtaining food, diet, dangers and difficulties of everyday life). Explain how the lives of early humans were affected by their achievements (mastery over fire, development of spoken language, invention and use of tools and technology, development of agriculture and domestication, religious beliefs and rituals, artistic expression). Analyze the importance of the Neolithic/Agricultural Revolution (the wide-scale transition from nomadic, hunting and gathering to a settled, agrarian life) to the development of civilization. Explain how the Neolithic era/agricultural revolution changed society (permanent settlements, social classes, animal domestication, new technology, social equality and gender roles). Explain the benefits and drawbacks of a society based on hunting and one based on farming / Compare and contrast hunter-gatherer and agricultural societies, including the benefits and drawbacks of each. Explain the benefits and drawbacks of domesticating animals, and how animal domestication impacted society. Describe early settlements such as Catalhoyuk or Jarmo, and their characteristics (settlement dwellings, use of mounds, relationships between dwellings and society, and the achievements of settled societies using farming, tools, religion, social structure). Explain how these early settlements begin to reflect the characteristics of a civilization. Return to Grade 6 Social Studies: How to Navigate This Document 5 Revised Fall 2019 6.3.4 Determine world migration Use maps, charts, and graphs to analyze trends in climate and patterns and population trends by population, and draw conclusions about ways climate affected early interpreting maps, charts, and humans. graphs Use maps to determine the migration patterns of early humans from Africa to other continents, including migration across the Bering land bridge. 6.4.1 Identify and describe physical Describe the changes in climate conditions from the Ice Age through features and climate conditions the Bronze Age, including ways the Ice Age affected early humans. that contributed to early human Describe the characteristics of different climate zones and explain how settlement in regions of the world physical features, the environment, and climate conditions affected early human migration, settlement, and developing civilizations. Explain how early humans and developing civilizations adapted to their environment, such as Otzi the Iceman, Catalhoyuk, or Jarmo. Explain the relationship between geography and the development of agriculture in early settlements. Explain how different physical features and climate conditions were beneficial and detrimental to early humans, and how they contributed to the success or failure of early human groups and developing civilizations. 6.4.2 Explain how world migration Explain the causes and effects of migration (push factors, pull factors) patterns and cultural diffusion and location of settlements for early humans. influenced human settlement Use maps and globes to locate early human settlements and paths of migration. 6.4.3 Explain the connection
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